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AUTHOR. 'Harrison-Burns, Bettye; And OthersAgk-
TITLE A Guide to Multicultural Drug Abuse Prevention:Strategies. Series Booklet.
INSTITUTION National Inst. on Drug Abuse (DHHS/PHS)°, Rockville,Md. Div.; of Prevention and Treatment Development.
REPORT NO DBMS-ADM-81-1123PUB DATE 81
--CONTRACT 271-78-4626NOTE 27p.: For releed documents, see UD 021 867 -871.
EDPEDPS PRICE MF0i/PCO2 Plus Postage.DESCRIPTORS *Change Strategies; Ccmmunity Action; *Community
Programs ;' **Drug Abuse; Drug Rehabilitation; Drug Use;*Minority Groups:- *Prevention; *Proginm6Development
ABSTRACTThis guide focuses on developing effective strategies
for multicultural drug abuSe prevention programs. The guide isdesigned' to provide information that can assist minority communities!n settincrup drug abuse prevention programs in their neighborhoods.I discusses a holistic framework for empowering client populationsand outlines oueprograla designs: informative, eudcational,intervelgtion,. and those that offer alternatives. (Author/APB)t
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#r GUIDE TO MULTICULTURAL
DRUG ABUSE PREVENTION:' STRATEGIES
US. DEPARTMENT OF EDUCATIONN TIONAL INSTITUTE OF EDUCATIQN
Et) ATIONeit RESOURCES INFORMATIONCENTER (ERIC)
,trbeeducThe document gas beer)received from the person et Organ hp
as
',onginanng rtMinor changes have been made to improve
reproChiChOh Quality
Points of view or ommobsstatmlai th.sclocvment do not necessarily represent official NIE
position or policy
/
CP, Prevention B1" Ch
....SDivision of Prevention and Treat ent Development
National Institute on D ug Abuse. 5600 Fishers Lane
-:::. Rockville, Maryland 20857
/CDU.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES
Public Health Service.... Alcohol. Drug Abuse, and,Mental Health Administration
PREFACE
A
The booklets in this resource guide were designed to provideinfornsat' techniques and'strategies that can
--&-t7s1St minority* communities in developing and evaluating drugabuse prevention programs to meet the specific needs of theirneighborhoods, barrios, reservations, and towns.
These booklets are not "how to" publications. Every community,when viewed in terms of its needs, preferences, financialresources, and most importantly, inner strengths, is unique.There are no standard blueprints to Maress the needs. of eachethnic community. The members of the community must workclosely together to find solutions to common problems. We hopethat these booklets will provide some guidance to beginning theprocess of community involvement in drug abuse prevention.
*the words "minority" and "ethnics of color" will be used inter-
changeably in this booklet. Many people feel that the term"minority" refers to a status of powerlessness, within the systerp,and thus prefer "ethnics of color."
J."
,
PREFACE
A
The booklets in this resource guide were designed to provideinfornatim_oabout-con-apts, techniques and"strategies that can
--at-HSt minority* communities in developing and evaluating drugabuse prevention programs to meet the specific needs of theirneighborhoods, barrios, reservations, and towns.
These booklets are not "how to" publications. Every community,when viewed 4n terms of its needs, preferences, financialresources, and most importantly, inner strengths, is unique.
There are no standard blueprints to arifiress the needs. of each
ethnic community. The members of the community must workclosely together to find solutions to common problems. We hopethat these booklets will provide some guidance to beginning theprocess of community involvement in drug abuse prevention.
*the words "minority" and "ethnics of color" will be used inter-changeably in this booklet. Many people feel that the term"minority" refers to a status of powerlessness, within the system,
and thus prefer "ethnics of color."
Flow to'Use this Booklet
This booklet on strategies, the third in the series,discusses, a framework for developing effectivestrategies for tulticultural, prevention programs.
This (side to Multicultural Drug Abuse Prevention seriesincludes:
Booklet 1.: Introduction:._Booklet 2: Needs AssessmentBooklet 3: StrategiesVBooklet 4: *sourcesBooklet 5: FundingBooklet 6: Evaluation
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CONTENTS
eAGE
SETTING THE STAGE FOR MULTICULTURAL DRUG )
ABUSE ,PROENTION )y1
Access and Empowerment 1
The Holistic Approach 24
*Early Planning Faitors , 4
,Building to Empowerment 6 .
_KNOWLEDGE, SKILLS, AND RESPECT: KEYS TO'
EMPOWERMENT' 1 91:0
PREVENTION PROGRAM DESIGNS 11'
INFORMATION 11
EDUCATION 12
ALTERNATIVES 14
INTERVENTION 18
CONCLUDING NOTE 20
SUMMARY 21'
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SETTING THE SAGE FOR KITICULTURAier
DRUG ABUSE PREVENTION A
Access and Empowerment_ t
Effective drug abuse preyention pre-supposes the ability of
individual94 agencies-, and communities to alter tile RRes that
cause abuse of substances. For ethnics of color, altering these
forces requires above all, access to theepolitical, social, and
conomdc systems effecting the quality of their individual and
community lives, and the recognition that those systems can, in
turn, be affected and changed.
Among minoAties, drug abuse prevention efforts have been
severely hampered due to lack of such access. Institutional racism,
unemployment/underemployment, inadequate housing, poor education,
and lack of esteem for ethnic group lifestyles and values on the
part of the dominant society have had a severe negative impact on
minority drug abuse prevention efforts. The latter factor is best
exemplified by the assumptiqn of many policy makers that strategies
designed for general use (white middle class audiences) Can and will
work in any community. What may SWIM ironic is the fact that much
of the progress that has been made in the drug abuse field has
occurred in min rity communities with minority practitioners and
clients. Dr. William Harvey, the director of a drug abuse program
in St. Louis, stated in his keynote address to the Center for Mai-
cultural Awareness' Symposium in June of 1980,
"It must be noted, however, that the combined weight of
the_(early) prevention forces, inside.and outside of gov-
ernment was not-sufficient to overcome or win over those
committed to a Methadone - LAAM - Naltrexone.solution tothe preblemAather,--it took a coalition with another
unheard, undernoticed constituency -- the ethnic minor-
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ities . . '. The minority leaders for the most part; didnot cone from academic settings or the government's
- ,intra-mural research campus. Rather, "their experi-- ence was fromrpoint much closer to theaction.
They lived, worked, and struggled in the communitieswith.the high incidence of addiction and relatedcrime. They were familiar with the intricate pat-tern of community-resources and the many hurdlesassociated with tapping into them. Many were former
.soaddicts."nIN
Program strategiNndtechniques designed for a multiculturalaudience, or any audience for that matter, must take into accountthe cultural settings, traditions, backgrounds, values, etc.,experienced by the group to be served. Racism and discrimination,and their dehumaniAng effects must be recognized and dealt within the program design. But it is critical to note here'that wnileit is counter productive to blame the victim and place the burdenof solution on those experiencing discrimination, nej.their does itserve a purpose to claim helplessness and stand unmoving until,,the syitem changes. Empowerment is the key. Power, and its attend-ent level of responsibility, allows for a sense of independence andcontrol, and must start at the personal level. When one takesresponsibility,for one's actions, within the given environment, thereislpower. Taken 41 a community level, this thought carries evengreater weight, and can be seen in the light of systems change.Ethnics of color must see that they can be empowerda to take chargeof and control their lives and their environment. This means thatthey must have the resources and information that can assist themin assessing and impacting upon their environment and managingtheir personal lives in such a way as to reduce the possibilityof problem drug use. Once these resources and information havebeen made avai able, it is. then necessary to assist communitiesin developin skills for shaping prevention activities to meetthe demand expectations of their unique communityfculturalsystems. Then and only then, can "multicultural prevention"become a term which describes plurality rather thanonewhichrestricts ethnics of color.
In this booklet we will discbss various strategies and,techni-quesA(with some real life examples) for gulticultural drug abuseprevention. The discussion is based on a holistic approach thattakes NIDA's filimary prevention modalities and takes them relevantto ethnics of color.
"Community" used here refers to a self defined group usuallyin the same geographic area and identifying primarily on the basisof cultural similarity. A "cultural, system" contains similartheliefsand practices in such areas, as family networks, child rearing prac-tices, moral precepts, traditional healing practices, etc. '
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The HblisticA('
Drug abuse prevention services significantly increase theirchances for success in minority communities when issues of economic,
social, and political empowerment (or self-sufficiency) are ad-
dressed. This requires an approach which incorporates tieconcur-
rent concepts into design and delivery:
individual empowerment: the full development ofpersonal, social, economic, and political skills
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by which to manage one's own life in the short and
lopg range;
systematic change; impactini institutions (church,schools, governmental institutions, and others) to
ensure flexibility and sensitivity toward accommodat-
ing differences and offering fair access and suitable 3.1
participation for all.-
,' Thus, minority leaders and program developers must designapproaches for drug abuse prevention with an understanding pf the
whole set o£ community influences acting on individuals in those
communities. These approache4 must encompass not only the more
visible target areas' consisting of individuals, family, and peers,
but also organizations (such as schools, social service agencies,
parent groups; etc.) and the broader area of Community socioJ
economic and political systems. Traditionally preventionapproaches have been designed to serve only the individual, a
peer group, or perhaps the individual's family. In using a
holistic approach, services are geared, to four areas: the indi-
vidual, Small groups or families, organizations, and the com-
munity at, large. By networking with other organizations such as
the schools, churches, the juvenile justice systeM, and others,
a preventiop, program can have a greater knowledge of and impact
on the indiVidual and that individual's environment. The fourth
target area, the community, expands the scope of prevention pro-
gramming to include communityoorganization and mobilization, and
networking with such community elements as the media, the business
enterprises (local and corporate), local government, and fraternal
and other philanthropic organizations. This approach of involving'
all community elements and designing strategies which affect change
can'enhance a program's achievement of empowerment goals.
This holistic or systems approach is extremely important --
in that it extends the focus of attention beyond that of changes
to be made within particular organizations. This approachfocuses on maximizing linkages between members of the system to
that there is mutually reinforced planning and action -for long-
term helping relationships, social/governmental policy changes,
and socio economic development which will benefit minorities as
community groups. A complement to this focus' on linkages is the
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element of cultural accountabili It is crucial in any systems-change approach to provide consis t support of those cultural'systems being served. Thus, the c ty systems approach, asdefined here, is,the key element' individml and group empower-ment, in that it simultaneously promotes cultural identity andpolitical/social/economic power.
It is important here to identify and define those personal,social, political, and economic factors that can contribute toempowerment and systemic change. A number of questions need to beaddressed in relation to these factors when designing preventionstrategies, as portrayed below.
It.
Personal Elements
?alai is the effect of drug abuse on physical,mental and emotional health?
it, How does divg use effect the power of theindividual to control his/her life?,
What health issues impact on drug use?
Social Elements
How do ethnic/cultural differences relate tostress and drug usage?
How do age/generational differences relate tostress and drug usage?
Are religious-differences raked to stress anddrug usage?
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Political Elements
What are the political factions and elements in thecbmunity?
How can these elements help or:hinder systeMic changein the community?
El= is the relationship between drugs and these elements(e.g., what law enforcement practices exist, howflexible is the juvenile justice system, etc.);
HonIrmuth influence do the media,wield politically?
What special, interest exist t and how muchpouer do they have?
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Economic 'Elements
What is the relationship between drugsand economics
in the comet unity?
What is theeconomic picture of the community?
Is there an underground drug market?
What is the employments situation of the community,
particularly for youth? ,
From the identification of these factors comes .a broaderknowledge of the helping'and.hindering forces at work in a commu-
nity. More specific planning for prevention strategies' that builds
on this knowledge den now begin.
Early Planning Factofs
As ybu are visualizing possible action strategies that adopta holistic approach, it is important to think of planning and needs
assessment issues (which are discussed in greater detail in Book-
let 2: Needs Assessments). Some of these-initial planning issues
focus on these questions:
How does this strategy relate to prioritizedcommunity needs and preferences, as indicatedby your needs assessments?
How does it relate to your resources, includingthose resources accessible through networking withother community organizations and institutions?
How would this strategy be received by the commu-nity inleneral, the target group(s), potentialfunding %ourtes, and other involved parties?
Once these questions are thoroughly explored and answered,
it isy possible to get into the specific details of who, what,
wh ,-why, and how much. A detailed list of planning questions
that define the who, what,, where, etc., is provided below,
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1. Target Population
Who will be served by the strategy(ies)?
How will the target population be identified,selected, or rejected?
How many people will participate? 1
What will be the staff/client ratio?
Have they.been involved in planning?
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2. Methodology A,
What specific methods will be used?'
Can their results be uxed andaccurately obsery
How muchrwill they cost?
Is the cost justified in relatiln toother methods and the total budget?
4.
Management /Administration
Who will lenient the strateme gy(ies)Z.
Who' will organize the programz
Who will teach'or supervise it?
Who will be responsible?
Who will select the training?
Who wi)l conduct the training?
Staffing-functilins,_staff-louly etc,
4. Timing Considerations
When will the, str ategy be implemented?
How much planning time and staff trainingare needed befdie implementation?
How long will'the program last? ,
When should it start?
How long is the funding period(s)?
' 5. Other,Logistics
1 'facilities?
--Recruitment plan?
Retention plan?
Ongoing community support plan?
Networking plan with community institutions?
Accountability to funding source and commu-nity (reports)?
Funding
Who is responsible for organizing pefu ndingplan?
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What areaossible tourCes?(see Booklet S for more details on funding)r
Building to'EmpOwermcnt
Admittedly, it is tempting to design a program with the -in-tentof impacting upon all-or the majority ofsacio-ec *c ills
affecting the community. This holistic orientation is ral
to minority groUjos, who tend to view substance Obse'as a compre-hensive social problem, rather than as an individual psychological
problem. Valid as this view is, care must be fromthe.staxtto maintain manageable objectives and scope of services and lqobuild gradually on accomplishments. Otherwise the program will
be faced with overwhelming goals andobjectivts and 441 riskalienating community members should it not "live up" to admirable,
but unrealistic intentions. In short, it is best to start smalland build gradually! The extent to which a 'program can and sh&lTd
adriresg each one or,more of the target area dikusied earlier
depends upon prioritized community needs and resources. (See
Booklets 2 and 4 for further discussion of needs assessment and
resource development.) Resqmrces, of course, include those acces-sible through networking witli other.-organizations and individuals.
Even if 8 program is new (in which case it iS facing a host
of challenges in terms of organizational development and communityinvolvement), it can still address community-systems impact on asmall', beginning scale. This is exemplified by community-basedprograms.whicivtstablish staff members as liaisons between indi-vidual clients and service agencies, acting as advocates for boththe individual's needs and for appropriate cultural approaches
in delivery systems.
Economics and politics greatly affect the impact of preven-tion an individualX, communities, an40ociety at large in this
country.' For exampte, by.developineWyouth enterprise (i.e.,building youth employment skills) in an inner city area, aprospect is created for a positive ripple effect: by makingimprovements in the job `skills of a "small circle" of youth, an
ghborhood areemay benefit, thus improving social andpolitical'relatiOns between ethnic and Anglo majoritygroups.However, no matter how well program staff facilitate youthemployment skills, the impact of their effort is minimal ifneighborhood civic association; and the local governing body,fail to actively promote the emplayMent of such Skills. In sum,
failure to create linkages for active support from above (i4e.,local groups and local government entities)., or at the "actionlevers(i.e., directors, staff, and minority Tallies) will sooneror later signal obstruction of systemic change. it is therefore
critical to network for change.at all points. It is from this
base that strategies must be developed -for multicultural drugabuse prevention programs in the 1980's.
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In selecting a program design that will foster individual '
empowerment and systemic change, there ate several basic elementsto cansi .
.0vercoing Resistance to Change
Itesistance to change in the status quo is a recurrentissue in,qhange processes. Those who are benefitting(or perceive they are benefitting) by the current setof circumstances are'unliket5, to "opep up" until theyperdeive that au} idea is sanctioned b a respectedfriend or established authority 'figure. Conversely,those who percertre that the change will bring aboutsome sort of. loss (of impotence, resources,power, etc.) wil] fight that cange at' all costs. Tobring about change, it is essential to identify andreach key people who will provide support? hOth withinand outside the community, to overcome the resistanceand fear that accompahies'change:
COmmunity Input
Changes which are mire lasting - as oppoged to crisisoriented remedies - occur when they are the result ofongoing community input. When soliciting communityinput, it is important to be sure to include theseelemento sub-group inter-generationalrepresentation, and-key community laders. Sub-groupsmay be numerous within any given community; for example,within an urban,"Dadian community, there may be scoresof tribes represented. Most American Indian peopleidentify themselves as being pant of a tribal group asopposed to the generalnotion of being "Indian." Simi-larly, Pacific Islanders may or may not consider them-selves as being closely identified with mainland Asiangroups. Taken community by community the number. of
a
possible examples is staggering. The important point
here i that onb should look closely at how peopleidepti with the cultural groups.around them. Inter-genera 'onal'representati efers to providing for
oath --not just, key leaders arecenes and not just
those on the platform. 'Thus, finding out outthe different kinds of leadership in commityis crucial.
Inaaddition to involving the key community leaders,inter-generational representation and sub gwo4representation, it can be beneficial inthe earlystages to network With a variety of other communityinstitutions. To "network" (inform them ofyour
input from elders, parrelying on youth input.often those working beh'
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Plans fpr servicese s'olicitthe4 opinions on how
best to succeed and what traps to look out for, and
question them on their experiences and efforts)brings about a sharing of information betweengroups and, hopefully, support from existing groups
t and community service providers. The idea is to
pull them into your circle, improve communications,share infoimation dhd resources, and determine how
% best to work together to achieve each groups'
respective goals. On the next page, we presentdifferent components of a community, whatktheir
' concerns in regards to drug abuse prevention might
be, and how they can work together or help your
program.
Involyement such as that outlined above prthidet the
necessary base of sharing, through which'lasting
Change in terms of knowledge and attitudes is
possible.
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KNOWLEDGE, SKILLS, AND RESPECT: KEYS TO EMANEMENT
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Any prevention strategy -- whether it emphasizes alternative activi-
ties, such as recreation or arts, or whether it-is-designed to provide
economic development -- mist have as an underlying.pkilosophy these
elements: the transfer of knowledge and skills and the de lopaent
of respect. Knowledge includes an understanding of the persocial, economic, and political elements of life and their rela-
tionaTO to drug abuse. Skills are needed to survive.' Attitudes
of respect for self first and for others create a healthy environ-
ment.
,Knowledge
In terms of drug abuse prevention, drug information is one aspect
of knowledge. Accurate information about drugs and their known
effects comprises the basis for making decisions about using
those drugs. Buethis information is useful only if one under-
stands the personal, social, economic and political causes and
effects of using those drugs. In other words, how does using that
drug effect the power of the individual, the family or the comma-
pity to control destiny? Knowledge of personal, social, political,
and economic realities is, in the long run, more important for
prevdntion than knowledge about drug themselves.
Skills
Real skills are needed to survive in this world. Sometimes called
savvy or street smarts, there are certain basic skills that make
it less difficult to _ive. For example, the skill of calculation,
the ability to make change, to add and subtract, to understand
unit pricing at the grocery store, is a necessary skill. On a
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' deeper level consider thq skill of communication, the ability tospeak and be understood; to express feelihes thoughts and emo-tions; to relay verbal and non-verbal messages, is obviouSly arequisite for empowerment. Other skills, which are equally impor-tant and should be fdstered include: .
decision making and rational,analysis.
understanding values of one's own group andother surrounding groups.
self-development skills of leadeiship, risktaking, self-control,,1ssertiveness, etc.
Respect . ,
Respect for self and for othe arldresses attitudes that are
cal for individual empowerment a democratic society. Respectgrows out of, the awareness,of the value and importance of differ-
ences among people. The dignity and self-esteem of'the individualare fragile, intangible things which die influenced daily by how
we live and-What kind of treatment we receive from, others. Dignity'and self-esteem have been linked to drug abusing behaviors; thatis, a lack og positive self-esteem and personal dignity is a realcause of drug use and abuse%. The lack of respect for cultural andethnic differences has historically been the major cause of racismand discripination. ..Both subtle and overt messages have been sentto ethnics for too long that they do not measure up.to the whiteso called "ideal" model. The results of lack of self-tespect amongethnics of color and the lack of respect for the differences amongcultures by the majority society are feelings,of inferiority andacts\00Subordination.' As ethnics we value differences and tatpride in culture in the face of discrimination and racism. Toachieve empowerment, prevention programs need to develop strate-gies that instill self-respect, human dignity, and pride. The endresult cambe success in drug Ouse prevention strategies foretilics of color.
We have discussed a variety-of considerations which on multi-cultural drug abuse prevention the need to recognize the influenceof political,, social., and ecOncmic factors on'drug use; the impor-
tance of involving all patts of a community in prevention activi-ties, and three elements of kneidedge,.skills, and respect whichmust be found in prevention activities. In the following sectionwe will discuss program strategies and modalities and how they areimplemepped
PREVEgTiON PROGRAM DESIGNS
The National Institute on Drug Abuse classifies primary preventionactivities into four main categories or "modalities" (information,education, alternatives, and intervention.) Any one program canhave any combination of these modalities,carried out in a variety ofways. Often, prevention activities are a ommponent of a treatmentfacility, or are, incorporated into a school curriculum. Drug abuseprevention activities are often carried out by a community mentalhealth center or a'health service facility. As prevention conceptsbegin to receive greater acceptance and support, we are witnessingmore free standing prevention programs, and other types of drug pro-
grams changing theiE focus toward prevention. There ale -many issuesinvolved in each of _these modalities wbich must be considered.
INFOk4ATION
It is rare that a prevention program is solely made up of informa-tion activities; rather Informaelon is provided with other services.In developing an information capacity of a program the followingconcerns deserve attention:
audience: what is the target moience? Is it thewhole community or just selected portions, .
such as pafents of grade school youth, theelderly,-teenagers, single women, etc.
del'
content: what does,the target audience really wantor need to know? For example', is phyglcalor aalcal information sufficient or shouldother information also be provided?
purpose: do you intend to only inform your audienceor do you really wish to'persuade, enlighten,scar or influence the audience. Design apurpose and objective of the informationactivity in_a clear and straight fOrward waythat is appropriate to the cultural norms,ofthe community. (For example, some Indianprograms have found that scare tactics area very effective means in preventing drug
A *use. Other groups have four ii otherwise. )
language: the presentation of infofmation.is just as% important as the content. Is technical
jargon or street slang more effective in'getting the ideas across? Should the Infor-mation be provided in English, a bilingualform, or in another language only? For thatmatter, should infoxmatiobe provided in awritten form to get the desired results orwould another medium (radio, T.V., posters,slide shows, films, etc.) be more effective?
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delivery: the most successful'strategies in sharing'information and awareness about drugs ac-tively involve the participants in the pro-cess. Just passing out pamphlets or showing_dauvie without a discussion afterwards have
not been proven very effective. The process
of pamphlets or posters, reviewingmovies, d designing and performing puppet andother shows, p eying games, writing and nar-rating stories, debating issues, and crar"quing movies, films, te evision shows, orwritten materials are much more usefulactivities because of the active participa-tion. _.r
EDUCATION' L
Education, as a part of primary prevention, implies exploration,learning, and examination that goes beyond mere sharing of facts.Education asla process is oriented to active participation oflearners, imparting new knowledge, skills, and/or attitudes. It
can mean learning skills to better cope with stress, examining
and understanding peer and parental influence and pressure.
It can be a vehicle for "clarifying" one's values and understand-
ing the values of others.. Education is much more than providing
information.
Schools have traditionally been the primary vehicle for drug abuseprevention youth activities. Typically, school-based activitieshave fallen into the information and affective education areas.Affective education has emphasized' values clarification, comimmica-tion.skills, decision-making, and self-esteem. These have ually
.been taught from a middle class Anglo perspective and have !bcused
on the individual, with little consideration of community -wide
influences.
, This approach has clearly iIot been appropriate for multiculturaldrug abuse prevention.' In order to develop an appropriate approach,
we must fst view education as a process, not an institution or
product. Secondly, education must be a process which involves all
groups which influence youth. With these views in mind, one waves
beyond the traditional idea of education as being synonomous with
schools, to the idea that groups such as families, peer groups,churches, pdrentgroups, media, and the school are all integral
parts of anlbngoing educational process.
This view is crucial in that it is the basis for approachingyulti-cultural drug abuse prevention as meeting the needs of the entirepopulation in this country and not simply di an add-on to existing
educational activities". With multicultural drug abuse preventibnIs an educational process involving the total population, thenature of educational goals and strategies will be changed. Goals
and strategies will Elnan, begin to address the personal, social,
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and economic conditions necessary for individual empowerm andsystematic/ change.
With this lolistic approafh, the three other primary preventionmodalities - information, alternatives, and intervention - can be.seen as part of an overall education process. Without such anovera1 ational process, information becomes simply dissemina-tion of drug data, alternatives are just activities, and interven-tion will only -be for those 15% that we missed somewhere on theroad.
Within the conte tif a drug abuse prevention program that seeks toapply a holistic pproach, the following activities (and many more)can be particular) educational:
Community Involvement
meet with community leaders for them to explain"what they do";,attend city council/tribal councilmeetings, hearings, press conferences, speeches,schools board meetings, etc.
'conduct10 community survey of needs, problems,assets, demographics, voting trends, or businessstatistics, etc., to "learn about the community"or to identify "what is right" and "what is wrong"about the community
visit local business and industry ikluding media,manuf ring, Utilities, transportation, etc.
organize a community improvement drive
visit drug abuse/mental healtI services, court,police station, etc.
Creative Activities
performing arts, i.e., drama, dance, voice, mime, etc.
art work
storytelling, recording folk history
creative writing, neyspaper, public service announce-ments, `letters to the edior/editorials
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restoration/renovation
media, filiaking, photography
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Economic Development
If
t.
youth business ventures (examples:_ silk scx
and selling T-shirts, making/rebuilding furniture,writing and selling comic books.)
fundraising activities (c.e Booklet S for ideas)
Personal Growth/Early Intervention
peer counseling
rap groups J -11
role exchange/role play situations
' decision-making skills exercises
values clarification sessions
Materials and activities developed by local community members area valuable method to share information, and a means to validate,
which information is most accurate and reflective of theircialenvironment. They can do the research, writing, illustratihg,
evaluation. The products can be displayed, disseminated and/orsold-around the community,"effectively spreading the word. .Net-working with colleges/media organizations is helpful audio-
visual equipment loans; volunteer media people can als elp put
the finishing touches on a film or booklet.
There are a variety of excellent, culturally specific d4ug infor-mation materials developed by local programs. For example, the
,A TRAILS Program in Odamah, Wisconsin developedtan illustratedbrochure oriented to Native Americans,on communication/copingskills which included the use of legends in drug abuse prevention;PARA in Chelsea, Massachusetts developed bilingual flyers forPuerto Rri.cans; Casa de Amigos Program in Austin, Texas developed
a film fur Chicanos on sniffing. Also, the Do It Now Foundation
has translated several of its flyers into Spanish.
ALTERNATIVES
A maj goal of prevention is enabling individuals to have more
inte control over their lives an0 less.depend,ence/vulnerabili-
ty to external factors such as drugs. Alternatives offer a wideN
range of options to help minority populations to be successful
and tofind enjoyment in personally meaningful ways.
The essential criterion of alternative activities is that they/meet needs which drugs meet, but in a positive way. Dr. Alton
Dohner, of'the Indian Health Service (Public Health Sqrvice),'emphasized that alternatives_to drugs should;
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2 0
O
The Mexican American Council on Drug Abuse (MACADA)Vds four more
criteria:
alternatives must be_truly available And accessible;
the person must be able to exercise the alternativeswithourfeeling'like a deviant;--the alwnatives must be at least as, or moreat ive than, the behavior they are replacihg;
the alternatives cannot apply a negative labelto the person ,exercising theml(prevention is not'rehabilitation!) 'The alternatives cannot carry_a negative social label.
Where drug abuse prevention activities are oriented totthe majority
population, efforts to accommodate cultural diversity hatte usuallyresulted in traditional arts and crafts; murals for Chicanoi,
ial arm for'Asians, or occassional "international food festi-
ls." etc. These activities are meaningful if they are presentedMO conducted in the context of respect for a culture's philosophyand an understanding of how it is expressed through certain charac-
teristics. Otherwise, they become substitute activities ratherthan meaningful cultural expressions. Legends, for example, can
A provide a sense of personal continuity (an important part of ourcultural "identity") in that they provide a sense of the pastworld order and how it links to the way the world is to be. Thus,
legends serve to provide a message that we must persevere with theproper "vision" and dedication if we arp_to_make the link to the
future world. Taken in this context, legs can be useful ingaining a sense of one's cultural heritage and values, and the needto persevere in what one believes in. If legends are treated merelyas tales, however, masterpieces such as the heroic legends ofvtrious Native American tribes are reduced to melodramatic stories.
C C
..,
. .
be realistic, attainable and meaningful; ,
assist people to find self-understanding, improved,self-image, feelings of significance; to achieve ,the expanded awareness of new experiences which ,
they now seek through drugs; -
(
contribute to individual identity and independence;-
/
.....--=
offer active participation and involvement;
di withprovide a'feeling of identification wi a arger7.Lbody of experience and relate this experienie ' ,
to one's feelings; andii '-.
touch'one's feelings emotions, and spirituality.
21
Designinglalternative activities presents a real challengeforlocalicommunities for the factors leading to drugabuse are many and the answers are wide open. Reveationand sports activities came to mind first and are the easiestand surely most popblaialternatives. Youth businesses andthe arts projects (like murals), -folktale collecting andtelling, and dramatics can serve as bothdrug education andalternative activities. The 'ridge Indian Theater Dance
'Group, Immigrant Social Services' Tai Chi classes, and LaCasa de Doi Pedro Program in Newark, New Jerseys(a programemphasizing Puerto Rican culture) are all examples of cul-turally specific alternatives. A particularly interestingalternative approach is that offered by the New Mexico. FreeTheater, a state-wide program which presents dramas geared tovarious minority communities. Each community presentationis preceded by site visits and is carefully geared to articu-late that community's concerns so that members can recognize,
r- reflect on, and begin to work on generating approaches tosolve community problems.
The following lists provide examples of alternative activi-ties focusing on all four levels of change. As is the casewith information and education, activities oriented toorganizational and systems change usually incorporate someaspect of individual/small group change.
Activities oriented to individual or group change levels!
1. counseling and' group Oducation activities (stressingaffective and/or behavioral change) e.g., peertutoring, counseling
2. drama or music groups
3 film making/booklets
4. life-coping-skills instruction
S. recreational (family and/oripeer oriented)
6. sports
7. 'cultural events/activities
'8. employment skills development
Actikies oriented to orgcnizationalior systems change14Vels:
P.
1. organizing alternative drug program within theschool syst
%Ig
2. providing oufeach drug edudation classtfOr localagency to promote awareness/planning til,n18et youth,
needsi,
3. acting as a liaison between clients and local'agency, to provide alooint of contact forcollaboration and policy change;
4. developing a community youth newspaper, filmmaking,booklets; distiibution to promote awqpness and col-laboration between the program and parlic and private
sectors (business, academia, government, etc.);
S. developing, mployment skills training and implementemployment agreement between youth and local businesses;
participatingon policy;
community -wide boards which impact
e
utilizing parefit advisory group to provide input intodevelopment of drug abuse curriculum to school sistan.
One example of a program.'which has clearly diversified/lcov r all
four.types of prevention activities is the Youth Advocacy Proram
in Austin, Tqas. Begun in 1965, this program addresses inhalantabuse among Mexican American youth through a variety of individual/
group and systems change activities. Among these activities are:
individual and group counseling;,
in- school drug e ation classes;
participation-in a nationwide prevention program inwhich small motorcycles are loaned out for riding tothose youth who successfully progr6ss in meeting pre-arranged behaviorally oriented contracts;
active use of media (radio, TAT. and newspaper)
through which they have developed effective working
relationships with agencies; One result has beenthe program's active role in influencing the passageof a city ordinance ndstricting the sale of certainsubstances to youth, and program assistance in enforce-
ment.
0 .
In viewing the varied approaches ill alternative programs it becomes
..4evident that there is no clear distinction between alternatives and
educational activities. If, as stated previously, education is a
process that leads to new skills, knowledge, and attitudes, alterna-
tives then become part of an overall educational process affecting
all parents, youth,'and agencies affetting the quality -of life in
minority comumities. Viewing and designing alternatives in this
light helps to address not only personal and social factors, but
also economic and political empowerment.
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INTERVENTICiN
Early intervention is preventipn, not treatment. It means steppinginto the social reality of a youth and/or the entire family before
drug abuse is a chronic problem. Working with a client or aCITEt'sfamily about related stress problems, helping them to gain controlover their life situation, and dealing with stress can help prevent
drug abuse.
Some approaches include:
°Natural Helping Networks
Natural' elping networks and similar support groups are notnew to minority communities, but in some instances needencouragement and reinforcement. This type of network,whether an extended family, the neighbors,'or a combinationof both, provides both emotional and material support intimes of 'distress, as well'asIOT, comfort, a sense ofsecurity, and often a link to the past, on a continual basis.Where toy do not.exist, or are in need of same assistance,the following will serve to reinforce family and communitynetworks. .
1.
1-
- Pairing families or individuals to serve as official-"buddies" in cases ardepression of emergency and tospread important information;
- Reinforcing existing child rearing preCtices wheneverpossible (Thereby reinforcing the extended familyconcept among 'youth)
Sponsoring activities emphasizing whole family invOlve-ment, etc.
Direct Professional Counseling
Knowledge of a client's cultural background and his /hersocio-economic reality is as 'vital in determining a pro-gram's counseling approach as is the background of the
counselor. Training is therefore ceedea to improve cross-cultural knowledge and counseling techniques if the counseloris ofa different ethnic group or social class. (This is true
whether the.intervenor is a teacher, social worker, counselor,doctor, nurse', or child care worker). Such training is vitalin assessing the most su6cessfUl counseling interactionsbetween different ethnic/racial groups. Studies on Brackcounseling, for example, have frequeqtly indicated that Blacks-as a group-are socialized at a very early age to assumeresponsibility for resolving their own problems. This being
the case, most Black clients utilize counseling as a lastresort. As a result, they usually seek tangible solutions
24
from the counselor (as.opposed to the mainstream "self-actuali-
zation" counseling approach, or the need for counseling "just.
to feel better about myself"). Cultural patterns have also
been studied among Blacks and other grdups along such dimensions
as: willingness to self-disclose, direct vs. abstract orienta-tion, communication through body language, range of physicalspace in interacting, touching behavior, eye contact, etc.Knowledge'and sensitivity to these and other variables willhave a positive effect on any cross-cultural counselingsituation.
Stress Management Programs,
Stresg'has been identified as a result of societal problems ofdiscrimination, poverty, uneqdal education, and uniunderemuloy-
. went, not to mention the pressures of current society such ag,inflation, energy concerns, and political situations. To
escape or deal with stress, people often turn to drugs', areaction due to a drug oriented society. . The skill of stress
management without drugs is one that is relatively new in itsapplication to drug abuse prevention interventions, but can .
be successful. Stress manageMent activities include the
following steps: e''
, 1, Identify and describe major stressors among ethnigroups; breakdown of family cohesion,, lack of u
coping skills (for rural-families migrating to urbanareas), reduced self- esteem'(whether due to lack of a
job or menial job status), peer pressure conflictingwith, family expectations, systemic problems -- discrim-
ination (subtle/overt), powerlessness, unemployment,
etc.;
2. Identify those stresses that can be controlled directly(through job training, provision of health and socialservices, high school equivalency,. child care, re-
creation, etc.);
3. Develop approaches Which.are culturally amenable indealing with those stresses (e.g., use of ethnic peerworkers and advocates, use of elders in informal
counseling, tai chi and other traditional philosophieslinking mind and body, etc.);
4. Provide techniques for coping with everyday stressescroweng, noise, etc.
Or
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A CONCLUDING NOTE
Regardless of which modalities and activities you have in. mind,for yopr program, there are some baSic guidelines which are veryhelpful in ensuring community involvement. Remember, the com:
amity and'its,people are your most important resources! Some of
these guidelines inclUde:
1. Start with what you can handle and plan gradualeacpmnsion.
2. Network from the start with community readers andagency heads.
3. Emphasize and plan for whole family involvement atseveral points in your program's activities.
4. Be prepared, when necessary, to take on a comprehen=sive "whole person" approach - theri is ofte1 ahost Of initially hidden problems ontributing to drug
use Which will require attention fram'a variety ofsources (e.g., welfare, clinics, consumer rightsorganizations) - which may require youand your staffto "walk through the simprem" with a person to help him/her gain skills in accessing and successfully utilizingresources for personal empowerment,
S. Child rearing is very ego-oriented; emphasize thepositive points and avoid preaching ab9Or"Proper"child rearing practices.
6. Allow for program portability - you may get more andsustained participation by rotating sites or by holdingmeetings in the neighborhood park - wherever your targetparticipants hang out.
%
7. ,Cammunity peer workers produce the best recruitment and
retention rates. Hiring peer workers is however, only
the beginning of your staffing plan. The most effective
programs are those which bpild in a feeling of personalinvestment on the part of their staff. On-going training
is a key element to such investment. In-service training
and where needed, professional development (e.g., seminars,,relevant coursework) - should be planned along with increas-ing job responsibilitt and increases in y.
8. Don't be surprised if parents are not responsive at firstto the program. Often you must help deal with a person's
I rceived needs before you can deal witl.na drug problem,
en the first priorities are basic necessities. Ifis the. Case, "prevention" is often viewed as nothing
than a luxury item.
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264
O
SMEARY
0
The purpose of this booklet has been to provi4ea framework ofconcepts and approaches which will preVide minority drug.abuseprevention advocates with the resources, information, and skillsby which to reduce the possibility of problem drug use. The
underlying premise is that it is only through a holistic approachencompassing individual empowerment and systems change that we
'will finally see equitable access to social, economic, and politi-
cal systems and cultural accountability for the/total population.
Interwoven in-the discussion on the holistic approach have beenspecific examples of culturally relevant activities and programs.It is hoped that the material included here provides a tool forboth minority, and majority groups to learn and help each other,
to use each other's strengths and insights toward positive change
for all groups in this country.
ma"
U.S.4 GOVERNMENT PRINTING OFFICE, 1981-341'164/0AI
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